Research Abstract Analysis

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The following is an analysis of a research abstract in terms of rhetorical moves and language features. It is a response to a task set on a course (2021) with the University of Glasgow. The source for this analysis is:

Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.

Rhetorical situation

The authors are considered experts in Applied Linguistics and Language Studies. They have (individually) published articles, papers and books on topics in ESP, EAP, second language acquisition, and TBL, to outline just some of their output. Two work at universities in an Australian and New Zealand context (Curtin University, Perth, and the University of Auckland), and one in an American context (Michigan State University). 

Applied Linguistics is a journal that aims to make connections between language research and real-world issues. It is aimed at the ‘wider Applied Linguistics’ community, including researchers and teachers. Articles are double-blind peer reviewed and outstanding scholarship is expected. Abstracts are limited to 175 words.

Rhetorical moves

My analysis of rhetorical moves is based on Hyland (2000) [Table 1].






The abstract

This article reports a case study investigating the relationship between three teachers' stated beliefs about and practices of focus on form in intermediate level ESL communicative lessons. Focus on form was defined and studied in terms of incidental time-outs taken by students and teachers to deal with issues of linguistic form during communicative lessons. The teachers' statements of belief about focus on form were compared to their management of focus on form during lessons in which all the teachers used the same communicative task. Results showed some inconsistencies in the teachers' stated beliefs, in particular in relation to when it is legitimate to take time out from a communicative activity to focus on issues of form, and preferred error correction technique. While some statistically significant differences in the teachers' practices were reflected in differences in their stated beliefs, others were not. These results indicated a somewhat tenuous relationship between the teachers' practices and stated beliefs regarding focus on form. It is argued that future investigations of teachers' beliefs, especially of unplanned elements of teaching such as focus on form, need to be based on both stated beliefs and observed behaviours. 

Introduction - The context is established, but there’s no explicit motivation for the research. This could be because of the word limit.

Purpose - The purpose or intention behind the paper isn’t explicitly outlined and I really couldn’t decide where to put this sentence; initially I had it as part of the introduction as terms are often clarified in the introduction. 

Method - This is brief, as the word count demands.

Results

Conclusion

Language analysis

This article reports (abstract rhetor) a case study investigating the relationship (present participle clause) between three teachers' stated beliefs (noun group) about and practices of focus on form (noun group) in intermediate level ESL communicative lessons. Focus on form was defined and studied (passive) in terms of incidental time-outs taken by students and teachers (past participle clause) to deal with issues of linguistic form (noun group) during communicative lessons. The teachers' statements of belief (noun group)about focus on form were compared (passive) to their management of focus (noun group) on form during lessons in which all the teachers used the same communicative task. Results showed (abstract rhetor) some inconsistencies in the teachers' stated beliefs, in particular in relation to when it is legitimate to take time out from a communicative activity to focus on issues of form, and preferred error correction technique (noun group). While some statistically significant differences (noun group) in the teachers' practices were reflected (passive) in differences in their stated beliefs, others were not. These results indicated (abstract rhetor) a somewhat tenuous relationship (noun group) between the teachers' practices (noun group) and stated beliefs regarding focus on form. It is argued (passive – introducing that-clause) that future investigations of teachers' beliefs, especially of unplanned elements of teaching (noun group) such as focus on form, need to be based (passive) on both stated beliefs and observed behaviours (noun group). 

Discussion

Abstract rhetors are common features of research articles and it is no surprise that this short abstract contains three exemplars. Noun groups, seen as general features of ‘academic writing’, are prolific here, perhaps because i., it is what the audience would expect, and ii., they help to express ideas more concisely, especially useful when the word count is quite low. For example, ‘a somewhat tenuous relationship between the teachers’ practices and stated beliefs,’ might sound clumsy if expressed thus: ‘a relationship that is somewhat tenuous between the way teachers practice and what they say they believe’. Participle clauses also serve to keep the word count down, as well as create a sense of dynamism and immediacy: ‘a case study investigating the relationship…’. Passives are also expected when researchers speak from their point of view, e.g., ‘It is argued...’./ ‘Focus on form was defined and studied...’ However, when referring to the participants of the study, active voice is usually used: ‘all the teachers used the same communicative task’. Using ‘It’ as dummy subject with a passive form to introduce a that-clause is also, it seems, quite common in research article abstracts, especially in the conclusion, I expect: It is argued/believed/suggested/etc. 

Conclusion

Helping students to notice how information is communicated and how texts are structured in academic writing can give student academic researchers a useful framework to follow when constructing their own texts. What is more, highlighting particular language features in context can give students the means to develop the confidence to put pen to paper, so to speak.

Reference

Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London, England: Longman.

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